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A Qualitative Study on the Job Experiences of the Special Teachers at Special Schools and Special Classes

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2009, 10(2), pp.1-32
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

이상은 1 조원일 2

1자혜학교
2경기대학교

Accredited

ABSTRACT

This study was conducted to understand the job experiences of the special teachers working at special schools and classes and explore the difference among them. Its concrete task of‘what kind of job experiences do the teachers taking charge of special education have and what does the difference among teachers’various job experiences depending on their working environments mean?’was performed by applying a grounded theory(Strauss & Corbin, 1998) method to it. The research method was suitable to this study trying to extract a concept and a theory inductively based on special teachers’deep understanding of field experiences and the reality. This study showed that from open coding 126 concepts, 36 subcategories and 12 categories were derived. A process for the job experiences of the special teachers working at special schools and classes was analyzed into the four steps such as‘the step of job experience’,‘the step of frustration and conflict’,‘the step of change and adaptation’and‘the step of satisfaction and development’. In selective coding, a key category was expressed as ‘the difficulty in performing special education and various interpersonal conflicts’. Confirming the relevance between continuously appearing categories centering on the category showed that types included‘positively coping type’,‘negatively accepting type' and 'independent self-development type’.

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